Aspire – upper intermediate and the common european framework of reference

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Upper Intermediate

and the Common European Framework of Reference

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What is the Common European Framework of

Reference?

The Council of Europe has developed the Common European

Framework of Reference: Learning, Teaching, Assessment (or

CEFR for short) with a view to promoting language teaching

and learning within Europe

The CEFR aims to provide a descriptive framework which

encourages the development of language skills and inter

cultural awareness, learner autonomy and lifelong learning It

is of interest to course designers and coursebook writers as well

as teachers, testers and teacher trainers

The CEFR aims to promote a coherent approach to language

learning with an emphasis on examining what we can do

with a language It also provides a framework which permits

the comparison of the language levels of individuals in an

impartial way

What are the aims of the CEFR?

It is important to be aware that the CEFR is designed as a set

of common reference points and not as a set of points that

should be covered systematically in study One level or one set

of reference points is not intended to refer to a year of study

or a number of hours of study It recognises that students have

different aims and learn at different speeds

The CEFR does not intend to prescribe a method of teaching,

and recognises that there are a variety of methods relevant to

different teaching contexts However, it has a clear focus on the

four skills and on developing an ability to communicate rather

than acquire knowledge

The CEFR also emphasises acquiring the skills to learn

independently It encourages autonomy in students and focuses

on what they ‘can do’ and not on what they still need to learn

The CEFR intends to help define teachers’ and learners’

objectives Teachers need to understand what they want to

achieve on a course and students need clear objectives The

CEFR provides a set of descriptors and levels of competence

that help focus such aims

How are the levels of the CEFR organised?

The CEFR has six levels which range from A1 (students with

a starter level of English) to C2 (students who can use the

language fluently and with precision) Below is an overview

Students are proficient in the language and have a wide range

A1 Breakthrough Students can express themselves in simple, basic language.

Note that the CEFR recognises intermediate levels between the global levels above – A2+, B2+, etc

Each of the six levels of the CEFR is defined by a large set

of descriptors – ‘can do tick points’ – which aim to define the expected language ability of an individual at each of the levels For example, one of the descriptors under the heading

Conversation at A1 level is: Can ask how people are and react to news At C2 level, a descriptor under the same heading is: Can use language flexibly and effectively for social purposes

How does the CEFR correspond to Aspire?

The Aspire series has a communicative approach with an

emphasis on learning language in real life contexts and on producing language in a broad range of speaking and writing situations Consequently, its approach mirrors the functional descriptors of the CEFR as well as its broad emphasis on being able to communicate in a range of realistic situations

Aspire Preintermediate covers the majority of competences

for B1 Aspire Intermediate covers the competences for B1 and some of the competencies for B2 Aspire Upper Intermediate

covers the competencies for B2

In this booklet, each exercise of the Aspire series is mapped against core descriptors at the relevant global level So, Aspire

Preintermediate is mapped against descriptors at the B1

Threshold level, the first five units of Aspire Intermediate are

mapped against descriptors at the B1 Threshold level, the last five units are mapped against descriptors at the B2 Vantage

level, and Aspire Upper Intermediate is mapped throughout

against descriptors at the B2 Vantage level

How does Aspire match the aims of the CEFR?

Aspire’s grammar and vocabulary syllabus encourages the linguistic competences needed for students to be able to

communicate successfully In particular, the Grammar and Vocabulary tasks and features, as well as the unit Reviews, provide information and practice necessary for students to build their understanding and use

The emphasis on the four skills of reading, writing, speaking

and listening in Aspire reflects the same emphasis in the CEFR

The Everyday English section in each alternate unit of Aspire

introduces and practises key functional areas of language which mirror those in the CEFR It also encourages students to use English in realistic role play scenarios

The Video Worksheet sections in Aspire develop students’

ability to follow real spoken interaction and production in English

The Now I can feature in each unit Review sets clear objectives

and checks that these objectives have been achieved

The Workbook and teacher’s resources give students extra practice and learning resources The Workbook aims to develop learner autonomy

Can I learn more about this?

You can find more information about the Council of Europe at www.coe.int Hyperlinked pdfs of the CEFR are also available

at this site

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Aspire Upper Intermediate CEFR Overview

Framework level: B2

Communicative activities

Reception (spoken)

Overall listening comprehension:

Can understand standard spoken language, live or

broadcast, on both familiar and unfamiliar topics normally

encountered in personal, social, academic or vocational

Can follow extended speech and complex lines of

argument provided the topic is reasonably familiar, and

the direction of the talk is sign-posted by explicit markers U7A ex6, 7; U7D ex3, 4; U8A ex5, 6, 7; U9Everyday English ex2, 3

Understanding interaction between native speakers:

Can keep up with an animated conversation between

native speakers

U1D ex4, 5; U6D ex2, 3; U7Everyday English ex4, 5; U8D ex2, 3; U9D ex2, 4; U9Everyday English ex4, 6

Reception (audio/visual)

Listening to radio and audio recordings:

Can understand recordings in standard dialect likely to be

encountered in social, professional or academic life and

identify speaker viewpoints and attitudes as well as the

information content

U2E ex4, 5, 7: U4A ex7, 8; U4B ex2, 3; U4E ex7; U5A ex6, 7; U5B ex2, 3;

U7A ex11, 12; U8B ex3, 4; U9A ex6, 7; U9B ex5, 6, 9; U10A ex7, 8; U10B ex7; U10D ex4, 5

Can understand most radio documentaries and most

other recorded or broadcast audio material delivered in

standard dialect and can identify the speaker’s mood,

tone, etc

U1A ex4, 5; U3A ex2, 4, 6, 7; U10E ex4, 5

Watching TV and film:

Can understand documentaries, live interviews, talk

shows, plays and the majority of films in standard dialect

U1A ex4, 5; U3A ex2, 4, 6, 7; U10E ex4, 5

Reception (written)

Overall reading comprehension:

Can read with a large degree of independence, adapting

style and speed of reading to different texts and purposes,

and using appropriate reference sources selectively

U1A ex1; U1C ex3, 4; U1D ex2, 3, 9, 10; U1E ex2, 3, 4, 7; U2A ex4, 6, 7;

U2C ex3, 4, 5, 6; U2D ex1, 2; U2E ex9, 10; Case Study1 ex1, 2, 3; U3B ex5; U3C ex2, 3, 4, 6; U3D ex3, 5, 7, 8; U3Everyday English ex2; U4A ex2, 3; U4C ex4, 5, 6; U4D ex2; U4E ex3, 4, 5; Case Study2 ex1, 2, 3;

U5A ex4; U5C ex4; U5D ex8, 9; U5E ex2; U6A ex6, 7; U6B ex3; U6C ex5;

U6D ex8, 9; Case Study3 ex1, 2; U7B ex1, 3; U7C ex6, 7; U7D ex2, 6;

U7E ex3, 4, 7; U8B ex6, 9; U8C ex6; U8D ex8; U8E ex3, 5, 6; Case Study4 ex2, 3; U9C ex4, 5, 6; U9D ex10, 11, 12, 13; U10C ex4; U10E ex6; Case Study5 ex1, 2, 3

Reading for orientation:

Can scan quickly through long and complex texts, locating

relevant details

U2D ex8, 9; U4C ex2; U5E ex6; U6C ex4; U6E ex4; U7D ex9; U8C ex4;

U8D ex7; U10D ex12

Reading for information and argument:

Can understand specialised articles outside his/her field,

provided he/she can use a dictionary occasionally to

confirm his/her interpretation of terminology

U10B ex3

Can understand articles and reports concerned with

contemporary problems in which the writers adopt

particular stances or viewpoints

U2B ex3; U3D ex6; U5C ex7; U5E ex4; U9E ex4, 5; U10A ex3, 4; U10C ex5; U10D ex10

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Interaction (spoken)

Overall spoken interaction:

Can use the language fluently, accurately and effectively

on a wide range of general, academic, vocational or

leisure topics, marking clearly the relationships between

ideas

U1D ex1, 8; U1Video ex1, 2; U2E ex10; U5C ex5, 6, 7

Can communicate spontaneously with good grammatical

control without much sign of having to restrict what he/

she wants to say, adopting a level of formality appropriate

to the circumstances

U6C ex5

Can highlight the personal significance of events and

experiences, account for and sustain views clearly by

providing relevant explanations and arguments

U1A ex8; U1D ex6; U2A ex10; U2C ex1, 9; U3A ex5, 8; U4D ex12; U5B ex8; U9D ex1; U10opener ex4

Conversation:

Can convey degrees of emotion and highlight the

personal significance of events and experiences

U10B ex2, 10

Informal discussion:

Can express his/her ideas and opinions with precision,

present and respond to complex lines of argument

convincingly Listening to radio audio and recordings

U1opener ex1; U1C ex2, 5; U1Video ex7; U2A ex2, 3, 5; U2B ex1;

U3opener ex1, 2; U4opener ex1, 2, 4; U6opener ex1; U9opener ex1, 4;

U9B ex2, 3, 4, 8; U10opener ex1, 2; U10D ex1, 2, 3, 6, 11; U10E ex7, 8

Can take an active part in informal discussion in familiar

contexts, commenting, putting point of view clearly,

evaluating alternative proposals and making and

responding to hypotheses

U2E ex6, 10; U4B ex1; U4C ex1, 3, 7; U4D ex1, 5, 11; U4Video ex7;

U10A ex1, 9; U10C ex7

Can account for and sustain his/her opinions in discussion

by providing relevant explanations, arguments and

comments

U1B ex1, 9; U1E ex1; U1Everyday English ex1; U2opener ex1; U2D ex2, 7; U3A ex1, 5; U3B ex1, 2, 3, 4, 9; U3C ex1, 5; U3D ex1, 3, 4, 8; U3E ex1,

4, 7; U3Everyday English ex1, 4, 7; U4A ex1, 6; U4Video ex1, 2; U4E ex1,

2, 8; U5opener ex1, 2, 5; U5E ex1, 2, 3, 5; U5B ex1, 4; U5D ex1, 2, 11;

U5E ex1, 3, 5, 7; U5Everyday English ex1; U6A ex1, 2, 9; U6B ex1, 2, 11;

U6D ex1, 6; U6E ex1, 6; Case Study3 ex3; U7opener ex1, 2; U7A ex8, 10, 14; U7B ex1, 4, 7; U7C ex1, 2, 5, 8; U7E ex1, 2, 5, 6, 9; U7Video ex1, 8;

U7Everyday English ex1, 2; U8opener ex1, 3; U8A ex1, 2, 12; U8B ex1,

2, 5; U8Video ex1; U8E ex1, 10; Case Study4 ex1, 4; U9opener ex3; U9A ex2, 4, 5, 10; U9C ex1, 2; U9D ex3, 9; U9Everyday English ex1, 7; U10C ex3; U10Video ex1; U10E ex1

Formal discussion (meetings):

Can participate actively in routine and non-routine formal

discussion

U3E ex8, 9; U7E ex10, 11

Can contribute, account for and sustain his/her opinion,

evaluate alternative proposals and make and respond to

hypotheses

U2B ex4; U4A ex5; U6D ex5; U9C ex8; U10A ex11; U10C ex7; U10D ex9, 13

Goal-oriented co-operation:

Can help along the progress of the work by inviting others

to join in, say what they think, etc

U5E ex3; U5Everyday English ex1; U8E ex11; U9D ex9

Can outline an issue or a problem clearly, speculating

about causes or consequences, and weighing advantages

and disadvantages of different approaches U9Everyday English ex8

Transactions to obtain goods and services:

Can cope linguistically to negotiate a solution to a dispute

like an undeserved traffic ticket, financial responsibility

for damage in a flat, for blame regarding an accident

U9D ex7; U9Review ex4

Information exchange:

Can pass on detailed information reliably U2E ex2; U5A ex4, 12; U5E ex5; U7C ex1; Case Study5 ex3

Can synthesise and report information and arguments

from a number of sources U3opener ex1; Case Study2 ex1; U9D ex8; U9E ex11

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Interviewing and being interviewed:

Can carry out an effective, fluent interview, departing

spontaneously from prepared questions, following

up and probing interesting replies

U9E ex11

Production (spoken)

Overall spoken production:

Can give clear, systematically developed descriptions and

presentations, with appropriate highlighting of significant

points, and relevant supporting detail

U1opener ex3; U1A ex3, 6; U2D ex6; U4A ex12; Case Study2 ex3; U7D ex5, 11; U10B ex3

Can give clear, detailed descriptions and presentations on

a wide range of subjects related to his/her field of interest,

expanding and supporting ideas with subsidiary points

and relevant examples

U1B ex4, 8, 10; U2opener ex3; U6opener ex2; U7opener ex4; U7A ex5;

U9C ex7

Sustained monologue (putting a case in a debate):

Can develop a clear argument, expanding and supporting

his/her points of view at some length with subsidiary

points and relevant examples

U6D ex4

Addressing audiences:

Can give a clear, systematically developed presentation,

with highlighting of significant points, and relevant

supporting detail

U3E ex9; U7E ex12

Production (written)

Overall written production:

Can write clear, detailed texts on a variety of subjects

related to his field of interest, synthesising and evaluating

information and arguments from a number of sources

U2D ex12; U5D ex10; U7A ex9; U8D ex9, 10

Creative writing:

Can write clear, detailed descriptions on a variety of

subjects related to his/her field of interest

U1D ex11; U4D ex13; U7D ex12; U8B ex12;

Reports and essays:

Can write an essay or report which develops an argument

systematically with appropriate highlighting of significant

points and relevant supporting detail

U6D ex10; U9D ex14, 15; U10D ex13

Can write an essay or report which develops an argument,

giving reasons in support of or against a particular point

of view and explaining the advantages and disadvantages

Reception (spoken & written)

Identifying clues & inferring:

Can use a variety of strategies to achieve comprehension,

including listening for main points; checking

comprehension by using contextual clues

U1B ex2, 3, 7; U1E ex5; U1Everyday English ex3; U2A ex1, 2; U2C ex2;

Case Study1 ex2; U3A ex3; Case Study2 ex2; U3Review ex4; U5C ex3;

U6A ex6; U6C ex4, 6; U7B ex4; U7D ex1; U8C ex5; U8E ex1, 5; U9A ex3, 5; U9B ex7; U9C ex6

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Cooperating:

Can help the discussion along on familiar ground,

confirming comprehension, inviting others in, etc

U7A ex9

Planning:

Can plan what is to be said and the means to say it,

considering the effect on the recipient/s

U1A ex8; U1D ex6, 11; U2D ex5, 12; U3B ex2; U3D ex4, 9; U4A ex4, 12;

U4D ex12; U5A ex12; U5C ex6; U5Everyday English ex4; U6E ex7; U7A ex3; U7D ex5; U8E ex7; U9C ex9; U10D ex13

Communicative language competence

Linguistic – range

Vocabulary range:

Has a good range of vocabulary for matters connected to

his/her field and most general topics

U1opener ex2; U1B ex2; U1C ex1; U1Video ex3, 6; U2opener ex2; U2A ex6; U2B ex2; U1Review ex1, 2, 6; U2Review ex1, 2, 3; U4opener ex3;

U4D ex3, 6; U4E ex2, 3; U3Review ex1; U4Review ex1, 2; U5C ex1; U6A ex2; U6B ex2; U6D ex6, 7, 8; U5Review ex5; U7A ex1, 2; U7Video ex2, 7; U7Everyday English ex3; U8opener ex2; U8A ex3, 11; U8C ex2, 6;

U8Review ex1, 2, 6; U9A ex1, 3; U9E ex10; U10opener ex3; U10E ex2, 3;

U9Review ex1; U10Review ex1, 2Can vary formulation to avoid frequent repetition, but

lexical gaps can still cause hesitation and circumlocution

U1D ex7; U2E ex1, 3, 7, 8; U3D ex2; U4A ex10,11; U4D ex6, 7; U7opener ex3, 4; U7A ex12; U7D ex7, 8, 10; U9opener ex2; U9C ex3; U9Everyday English ex5; U10A ex2, 5; U10B ex1; U10C ex2

Linguistic – control

Grammatical accuracy:

Good grammatical control Occasional ‘slips’ or

non-systematic errors and minor flaws in sentence structure

may still occur, but they are rare and can often be

corrected in retrospect

U8E ex3; U7Review ex2, 3; U8Review ex2, 3; U9B ex9, 10, 11, 12, 13;

U9D ex13, 14; U9E ex8, 9, 11; U10B ex4, 5, 6, 8, 9, 10; U10D ex7, 8, 9

Shows a relatively high degree of grammatical control

Does not make mistakes which lead to misunderstanding U1A ex9, 10, 11; U1B ex5, 6, 8; U1C ex6, 7; U1E ex3, 7; U1Everyday English ex4; U2A ex11, 12; U2B ex5, 6, 7; U2C ex7, 8; U1Review ex3,

4, 5; U2Review ex4, 5; U3A ex9, 10, 11; U3B ex6, 7, 8, 9, 10, 11; U4B ex4, 5, 6, 7, 8, 9; U4D ex3, 4, 5, 11; U3Review ex2, 3; U4Review ex2, 3, 4; U5A ex8, 9, 10, 12; U5B ex5, 6, 7; U6A ex8; U6B ex4, 5, 6, 7, 8, 10, 11; U6E ex4, 5, 6; U5Review ex3, 4; U6Review ex3, 4, 5; U7B ex2, 5, 6, 7; U8A ex8, 10, 13; U8B ex6, 7, 9, 10, 11, 12; U8C ex1, 2, 4; U9A ex8, 9;

U9Review ex2, 3; U10Review ex3, 4, 5Vocabulary control:

Lexical accuracy is generally high, though some confusion

and incorrect word choice does occur without hindering

communication

U1A ex3; U2D ex4, 10, 11; U3C ex4, 7, 10; U3E ex3, 6; U4C ex2, 6; U4D ex10; U4E ex6; U5opener ex2; U5A ex2; U5Everyday English ex2; U6C ex1, 2, 3, 4, 6; U5Review ex1, 2; U6Review ex1, 2; U8A ex3; U8E ex1, 2, 4; U7Review ex1, 4; U9B ex1; U9E ex1, 2, 3; U10Video ex2, 6

Phonological control:

Has a clear, natural pronunciation and intonation

U1A ex7; U2B ex8, 9; U3C ex9; U4A ex9; U5A ex8, 11; U5C ex2; U5D ex5, 6; U6C ex2; U7A ex13; U8A ex4, 9; U8B ex6, 7; U8D ex5; U9D ex5, 6; U10A ex10; U10C ex6

Orthographic control:

Can produce clearly intelligible continuous writing, which

follows standard layout and paragraphing conventions

U1D ex11; U3D ex10; U4D ex13; U6D ex10; U6E ex7; U7D ex12

Spelling and punctuation are reasonably accurate but may

show signs of mother tongue influence U2D ex12; U3D ex10; U4D ex13; U6D ex10; U7D ex12

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Sociolinguistic appropriateness:

Can express him or herself confidently, clearly and politely

in a formal or informal register, appropriate to the

situation and person(s) concerned

U1Everyday English ex5, 6; U3Everyday English ex2, 3, 4; U3Review ex4;

U5D ex7; U5Everyday English ex4; U7Everyday English ex6, 7; U8D ex6;

U8E ex8; U9Everyday English ex9; U10D ex9; U9Review ex4

Can express him or herself appropriately in situations and

avoid crass errors of formulation U8D ex1, 4

Pragmatic

Spoken fluency:

Can produce stretches of language with a fairly even

tempo; although he/she can be hesitant as he/she searches

for patterns and expressions, there are few noticeably

long pauses

U1B ex8, 10; U3B ex3, 4, 9; U7A ex4; U8A ex13; U8D ex6; U9B ex13;

U10A ex6

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Aspire Intermediate CEFR mapping

Framework level: B2

Unit 1 Artists

Unit 1 opener (page 5)

COMPONENT DESCRIPTOR EXERCISE

Informal discussion Can express his/her ideas and opinions with precision, and present and respond to complex lines of argument convincingly. 1

Vocabulary range Has a good range of vocabulary for matters connected to his/her field and most general topics. 2

Unit 1A Making music (pages 6–7)

Overall reading

comprehension

Can read with a large degree of independence, adapting style and speed

of reading to different texts and purposes, and using appropriate reference

audio and recordings

Can understand most radio documentaries and most other recorded or broadcast audio material delivered in standard dialect and can identify the speaker’s mood, tone etc 4, 5Phonological control Has a clear, natural pronunciation and intonation 7

Planning Can plan what is to be said and the means to say it, considering the effect on the recipient/s. 8

Grammatical accuracy Shows a relatively high degree of grammatical control Does not make mistakes which lead to misunderstanding 9, 10, 11

Unit 1b On stage (pages 8–9)

Informal discussion Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. 1, 9

Vocabulary range Has a good range of vocabulary for matters connected to his/her field and most general topics 2

Identifying clues &

inferring Can use a variety of strategies to achieve comprehension, including listening for main points; checking comprehension by using contextual clues 2, 3, 7

Overall spoken

production

Can give clear, detailed descriptions and presentations on a wide range of subjects related to his/her field of interest, expanding and supporting ideas with subsidiary points and relevant examples 4, 8, 10Grammatical accuracy Shows a relatively high degree of grammatical control Does not make mistakes which lead to misunderstanding. 5, 6, 8

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Spoken fluency Can produce stretches of language with a fairly even tempo; although he/she can be hesitant as he/she searches for patterns and expressions, there are few

noticeably long pauses 8, 10

Unit 1C Photographic art (pages 10–11)

Informal discussion Can express his/her ideas and opinions with precision, and present and respond to complex lines of argument convincingly. 2, 5

Overall reading

comprehension

of reading to different texts and purposes, and using appropriate reference sources selectively 3, 4Grammatical accuracy Shows a relatively high degree of grammatical control Does not make mistakes which lead to misunderstanding. 6, 7

Unit 1d Taste in music (pages 12–13)

Overall spoken

interaction

Can use the language fluently, accurately and effectively on a wide range

of general, academic, vocational or leisure topics, marking clearly the relationships between ideas 1, 8Overall reading

comprehension

of reading to different texts and purposes, and using appropriate reference sources selectively 2, 3, 9, 10Understanding

conversation between

native speakers Can keep up with an animated conversation between native speakers. 4, 5

Planning Can plan what is to be said and the means to say it, considering the effect on the recipient/s. 6, 11

Overall spoken

interaction Can highlight the personal significance of events and experiences, account for and sustain views clearly by providing relevant explanations and arguments 6

Vocabulary range Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution. 7

Creative writing Can write clear, detailed descriptions on a variety of subjects related to his/her field of interest. 11

Orthographic control Can produce clearly intelligible continuous writing, which follows standard layout and paragraphing conventions. 11

Unit 1e Art for the public (pages 14–15)

Informal discussion Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. 1

Overall reading

comprehension

of reading to different texts and purposes, and using appropriate reference sources selectively 2, 3, 4, 7Grammatical accuracy Shows a relatively high degree of grammatical control Does not make mistakes which lead to misunderstanding. 3, 7

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Identifying clues &

inferring Can use a variety of strategies to achieve comprehension, including listening for main points; checking comprehension by using contextual clues 5

Unit 1 Video worksheet: A chinese artist in Harlem (page 136)

Overall spoken

interaction

of general, academic, vocational or leisure topics, marking clearly the relationships between ideas 1, 2

Vocabulary range Has a good range of vocabulary for matters connected to his/her field and most general topics. 3, 6

Watching TV and film Can understand documentaries, live interviews, talk shows, plays and the majority of films in standard dialect. 4, 5

everyday english: Phoning the box office (page 16)

Identifying clues &

Grammatical accuracy Shows a relatively high degree of grammatical control Does not make mistakes which lead to misunderstanding. 4

Sociolinguistic

appropriateness Can express him or herself confidently, clearly and politely in a formal or informal register, appropriate to the situation and person(s) concerned 5, 6

Unit 2 Crossing borders

Overall spoken

production

Can give clear, detailed descriptions and presentations on a wide range of subjects related to his/her field of interest, expanding and supporting ideas with subsidiary points and relevant examples 3

Unit 2A International cooperation (pages 18–19)

Identifying clues &

inferring Can use a variety of strategies to achieve comprehension, including listening for main points; checking comprehension by using contextual clues 1, 2

Informal discussion an express his/her ideas and opinions with precision, and present and respond to complex lines of argument convincingly. 2, 3, 5

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Overall reading

comprehension

of reading to different texts and purposes, and using appropriate reference sources selectively 4, 6, 7Vocabulary range Has a good range of vocabulary for matters connected to his/her field and most general topics. 6

Grammatical accuracy Shows a relatively high degree of grammatical control Does not make mistakes which lead to misunderstanding. 11, 12

Unit 2b Global action (pages 20–21)

Reading for information

and argument Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints 3

Formal discussion and

meetings Can contribute, account for and sustain his/her opinion, evaluate alternative proposals and make and respond to hypotheses 4

Grammatical accuracy Shows a relatively high degree of grammatical control Does not make mistakes which lead to misunderstanding. 5, 6, 7

Phonological control Has a clear, natural pronunciation and intonation 8, 9

Unit 2C Leaving home (pages 22–23)

Overall spoken

interaction Can highlight the personal significance of events and experiences, account for and sustain views clearly by providing relevant explanations and arguments 1, 9

Identifying clues &

Overall reading

comprehension

of reading to different texts and purposes, and using appropriate reference sources selectively 3, 4, 5, 6Grammatical accuracy Shows a relatively high degree of grammatical control Does not make mistakes which lead to misunderstanding. 7, 8

Unit 2d Travel experiences (pages 24–25)

Overall reading

comprehension

of reading to different texts and purposes, and using appropriate reference sources selectively 1, 2Informal discussion Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. 2, 7

Vocabulary control Lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering communication. 4, 10, 11

Planning Can plan what is to be said and the means to say it, considering the effect on the recipient/s. 5, 12

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Overall spoken

production Can give clear, systematically developed descriptions and presentations, with appropriate highlighting of significant points, and relevant supporting detail 6

Reading for orientation Can scan quickly through long and complex texts, locating relevant details 8, 9

Overall written

production

Can write clear, detailed texts on a variety of subjects related to his field

of interest, synthesising and evaluating information and arguments from a

Orthographic control Spelling and punctuation are reasonably accurate but may show signs of mother tongue influence. 12

Unit 2e between two cultures? (pages 26–27)

Vocabulary range Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution. 1, 3, 7, 8

Information exchange Can pass on detailed information reliably 2

Listening to radio

Can understand recordings in standard dialect likely to be encountered in social, professional or academic life and identify speaker viewpoints and attitudes as well as the information content 4, 5, 7

Informal discussion Can take an active part in informal discussion in familiar contexts, commenting, putting point of view clearly, evaluating alternative proposals

and making and responding to hypotheses 6, 10Overall reading

comprehension

of reading to different texts and purposes, and using appropriate reference sources selectively 9, 10Overall spoken

interaction

of general, academic, vocational or leisure topics, marking clearly the relationships between ideas 10

Case Study 1 Artists for the planet (page 28)

Overall reading

comprehension

of reading to different texts and purposes, and using appropriate reference sources selectively 1, 2, 3Identifying clues &

Unit 1 Review (page 29)

Vocabulary range Has a good range of vocabulary for matters connected to his/her field and most general topics. 1, 2, 6

Unit 2 Review (page 30)

Vocabulary range Has a good range of vocabulary for matters connected to his/her field and most general topics. 1, 2, 3

Grammatical accuracy Shows a relatively high degree of grammatical control Does not make mistakes which lead to misunderstanding. 4, 5

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Unit 3 Living in a changing world

Information exchange Can synthesise and report information and arguments from a number of sources. 1

Informal discussion Can express his/her ideas and opinions with precision, and present and respond to complex lines of argument convincingly. 1, 2

Unit 3A embracing the future (pages 32–33)

Listening to radio

Can understand most radio documentaries and most other recorded or broadcast audio material delivered in standard dialect and can identify the speaker’s mood, tone, etc 2, 4, 6, 7Identifying clues &

Overall spoken

interaction Can highlight the personal significance of events and experiences, account for and sustain views clearly by providing relevant explanations and arguments 5, 8

Unit 3b Getting older (pages 34–35)

Informal discussion Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. 1, 2, 3, 4, 9

Spoken fluency Can produce stretches of language with a fairly even tempo; although he/she can be hesitant as he/she searches for patterns and expressions, there are few

noticeably long pauses 3, 4, 9Overall reading

comprehension

Grammatical accuracy Shows a relatively high degree of grammatical control Does not make mistakes which lead to misunderstanding. 6, 7, 8, 9, 10, 11

Unit 3C Nanotechnology (pages 36–37)

Overall reading

comprehension

of reading to different texts and purposes, and using appropriate reference sources selectively 2, 3, 4, 6Vocabulary control Lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering communication. 4, 7, 10

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Unit 3d Predicting the future (pages 38–39)

Informal discussion Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. 1, 3, 4, 8

Vocabulary range Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution. 2

Overall reading

comprehension

of reading to different texts and purposes, and using appropriate reference sources selectively 3, 5, 7, 8Planning Can plan what is to be said and the means to say it, considering the effect on the recipient/s. 4, 9

Reading for information

and argument Can understand articles and reports concerned with contemporary problems in which the writers adopt particular stances or viewpoints 6

Reports and essays Can write an essay or report which develops an argument, giving reasons in support of or against a particular point of view and explaining the advantages

and disadvantages of various options 10

Unit 3e Changing food culture (pages 40–41)

Informal discussion Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. 1, 4, 7

meetings Can participate actively in routine and non-routine formal discussion. 8, 9

Addressing audiences Can give a clear, systematically developed presentation, with highlighting of significant points, and relevant supporting detail. 9

everyday english: Making arrangements (page 42)

Overall reading

comprehension

Sociolinguistic

appropriateness Can express him or herself confidently, clearly and politely in a formal or informal register, appropriate to the situation and person(s) concerned 2, 3, 4

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Unit 4 Reaching for the stars

Informal discussion Can express his/her ideas and opinions with precision, and present and respond to complex lines of argument convincingly. 1, 2, 4

Unit 4A Science fiction (pages 44–45)

Reading for orientation Can scan quickly through long and complex texts, locating relevant details 2

Overall reading

comprehension

of reading to different texts and purposes, and using appropriate reference sources selectively 2, 3Planning Can plan what is to be said and the means to say it, considering the effect on the recipient/s. 4, 12

meetings Can contribute, account for and sustain his/her opinion, evaluate alternative proposals and make and respond to hypotheses 5

Listening to radio

Can understand recordings in standard dialect likely to be encountered in social, professional or academic life and identify speaker viewpoints and attitudes as well as the information content 7, 8Phonological control Has a clear, natural pronunciation and intonation 9

Vocabulary range Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution. 10, 11

Overall spoken

production Can give clear, systematically developed descriptions and presentations, with appropriate highlighting of significant points, and relevant supporting detail 12

Unit 4b Life on the space station (pages 46–47)

and making and responding to hypotheses 1Listening to radio

Can understand recordings in standard dialect likely to be encountered in social, professional or academic life and identify speaker viewpoints and attitudes as well as the information content 2, 3Grammatical accuracy Shows a relatively high degree of grammatical control Does not make mistakes which lead to misunderstanding. 4, 5, 6, 7, 8, 9

Unit 4C Science fact (pages 48–49)

and making and responding to hypotheses 1, 3, 7Vocabulary control Lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering communication. 2, 6

Overall reading

comprehension

of reading to different texts and purposes, and using appropriate reference sources selectively 4, 5, 6

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Unit 4d Unexplained events (pages 50–51)

and making and responding to hypotheses 1, 5, 11Overall reading

comprehension

Grammatical accuracy Shows a relatively high degree of grammatical control Does not make mistakes which lead to misunderstanding. 3, 4, 5, 11

Vocabulary range Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution. 6, 7

Vocabulary control Lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering communication. 10

Overall spoken

interaction Can highlight the personal significance of events and experiences, account for and sustain views clearly by providing relevant explanations and arguments 12

Creative writing Can write clear, detailed descriptions on a variety of subjects related to his/her field of interest. 13

Unit 4 Video worksheet: Mysterious crop circles (page 137)

Watching TV and film Can understand documentaries, live interviews, talk shows, plays and the majority of films in standard dialect. 4, 5

and making and responding to hypotheses 7

Unit 4e Our universe (pages 52–53)

Informal discussion Can account for and sustain his/her opinions in discussion by providing relevant explanations, arguments and comments. 1, 2, 8

Overall reading

comprehension

of reading to different texts and purposes, and using appropriate reference sources selectively 3, 4, 5

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